The Citadel School of Education Division of Counselor Education

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The Citadel
School of Education
Division of Counselor Education
EDUC 330: Developing Leadership Skills Through Peer Counseling
Spring 2016
Instructor: LtCol Graham
Class Meetings: Tues & Thurs
Office: Law Barracks
Telephone: 843-953-5245
Class Hours: 0930 - 1045
Meeting Room: 303 Capers Hall
Office Hours: Mon, Tues, Wed & Thurs
1400 – 1600 recommend making an appt.
Email: [email protected]
Credit Hours: 3
Required Textbook:
Newton, F. B., & Ender, S. C. (2010). Students helping students: A guide for peer
educators on college campuses (2nd. Ed.). San Francisco, CA: John Wiley & Sons.
Course Description:
This course investigates the role, responsibilities, and personal commitments of Peer
Counselor skills within the Corps of Cadets, the Active Duty, and Veteran
undergraduate student body at The Citadel. It is important for students in leadership
roles, and the others earning a minor in Leadership Studies to develop and reinforce the
skills necessary to provide supportive services to their peers by exploring the impact of
personal values, gender, and culture upon one’s leadership and facilitation abilities.
The learning outcomes and quality of experience within this class rest on both the
students and instructor coming to class prepared. Each must be willing to interact,
engage in class discussion, and exchange ideas regarding leadership and facilitation.
The class will be seminar-based, with much of the time spent discussing assigned
readings and their relation to the development of individual leadership and facilitation
philosophies. It is critical, therefore, that each member read the assigned material
before class and be ready to engage in class discussion.
Student Information:
This elective course is included in the minor in Leadership Studies and is intended for
those students who wish to supplement their study in a principle content area with a
scholarly consideration of the subject of leadership.
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CONCEPTUAL BASE:
Developing Principled Educational Leaders
The Citadel’s professional Education Unit prepares principled educational leaders to
be knowledgeable, reflective, and ethical professionals. Candidates completing our
programs are committed to ensuring that all students succeed in a learner-centered
environment.
The Citadel’s Professional Education Unit is committed to the simultaneous
transformation of the preparation of educational leaders and of the place where they
work. Specifically, The Citadel’s Professional Education Unit seeks to develop
principled educational leaders who:



Have mastered their subject matter and are skilled in using it to foster student
learning;
Know the self who educates (Parker J. Palmer) and integrates this selfknowledge with content knowledge, knowledge of students , and in the context of
becoming professional change agents are committed to using this knowledge
and skill to ensure that all students succeed in a learner-centered environment;
and
Exemplify the highest ethical standards by modeling respect for all human beings
and valuing diversity as an essential component of an effective learner-centered
environment.
The Citadel’s Professional Educational Unit is on the march, transforming itself into a
Center of Excellence for the preparation of principled educational leaders. Through
our initial programs for teacher candidates for P-12 schools and our advanced programs
for professional educators in P-12 schools, The Citadel’s Professional Education Unit
transforms cadets and graduate students into principled educational leaders capable
of committed to transforming our schools into learning communities where all children
and youth succeed.
The Citadel’s Professional Education Unit has identified 15 performance indicators for
candidates to demonstrate that they are principled educational leaders who are
knowledgeable, reflective, and ethical professionals:
Knowledgeable Principled Educational Leaders…
1. Have mastered the subject matter of their field of professional study and
practice;
2. Utilize the knowledge gained from developmental and learning theories to
establish and implement;
3. Model instructional and leadership theories of best practice;
4. Integrate appropriate technology to enhance learning; and
5. Demonstrate a commitment to lifelong learning.
2
Reflective Principled Educational Leaders
6. Develop and describe their philosophy of education and reflect upon its
impact in the teaching and learning environment;
7. Develop and manage meaningful educational experiences that address
the needs of all learners with respect for their individual and cultural
characteristics;
8. Construct, foster, and maintain a learner-centered environment in which
all learners contribute and are actively engaged;
9. Apply their understanding of both context and research to plan, structure,
facilitate, and monitor effective teaching and learning in the context of
continual assessment; and
10. Reexamine their practice by reflectively and critically asking questions and
seeking answers.
Ethical Principled Educational Leaders…
11. Demonstrate commitment to a safe, supportive learning environment;
12. Embrace and adhere to appropriate professional codes of ethics;
13. Value diversity and exhibit a caring, fair, and respectful attitude and
respect toward all cultures; and
14. Establish rapport with students, families, colleagues, and community; and
15. Meet obligations on time, dress professionally, and use language
appropriately.
DISABILITY DISCLOSURE:
Students needing accommodations because of a disability must register with The
Citadel Academic Support Center (ASC) located in Room 117 Thompson Hall.
Appointments may be made via email at [email protected] or calling (843) 9531820. This office is responsible for reviewing documentation provided by students
requesting academic accommodation and for accommodation in cooperation with
students and instructors as needed and consistent with course requirements. Please
see me privately, either after class or in my office, to let me know how I may best assist
your special needs.
RELATIONSHIP OF THIS COURSE TO THE CONCEPTUAL BASE:
The course will provide students with the following CACREP Standards and The School
of Education conceptual framework (CF):
1. develop an understanding of themselves and how they can impact the helping
relationship (CF: 1-4,6-9,11,12-15; CACREP SC Standard: B1-2);
2. increase their understanding of and competence in using basic attending and
listening skills (CF: 1,4,6,7-9,12-15);
3. understand and demonstrate the core conditions of empathy, unconditional
positive regard and genuineness (CF: 1, 6-8, 10; CACREP Standard II, K:
5.b);
3
4. learn how to set goals with other students and develop strategies and
interventions to meet these goals (CF: 1,2,6,8-15; CACREP SC Standard:
B7, C1.d, C2.d-f);
5. develop confidence in one’s ability to utilize these basic attending skills (CF:
1-15)
6. understand how cultural factors impact interpersonal relationships and the
counseling process (CF: 1,4,6,8-15; CACREP Standard II, K: 2.a, 2.e;
CACREP SC Standard: A7-8);
7. examine legal and ethical considerations in the facets of the peer counseling
process (CF: 1,8,12-15; CACREP Standard II, K: 1.h, 2.f, 5.g; CACREP SC
Standard: A10).
Learning and Developmental Objectives:

Introduce students to the role of a Peer Counselor and the skills required to
perform this role within their educational and residential environments.

Emphasize the importance of peer relations inside and outside the classroom
environment to support the academic and social development of other students.

Review The Citadel’s rules and regulations, The Honor Manual of The Corps of
Cadets, and other campus resources pertinent to student success both
academically and socially.

Create a learning environment in which interpersonal and intrapersonal skills are
analyzed, discussed, and developed within a cadre of upper class cadets and
others in leadership roles.

Prepare upper class students to become Peer Counselors for first year cadets
and other students, thus providing peer support and assistance as needed
throughout the initial academic year at The Citadel.
Student Learning Outcomes:
At the conclusion of this course, students will demonstrate the ability to:

Write a narrative explaining their personal leadership philosophy within the
context of peer counseling and student development;

Write and discuss their own personal Mission Statement regarding their role as a
Peer Counselor and how they will implement it within a student-centered learning
environment;
4

Establish peer-to-peer relationships among student participants within a studentcentered learning environment, as well as on the campus at large;

Demonstrate effective and appropriate facilitation skills to be used during in-class
role plays and out-of-class assignments;

Describe in detail and discuss the various transitional issues faced by first year
students.

Identify and describe The Citadel academic and student support offices and
recognize when to refer fellow students to these professional resources;

Prepare a narrative explaining their Leadership Action Plan as it pertains to their
interactions with first-year students in the role as a Peer Counselor;

Practice effective oral and written communication both inside and outside the
classroom environment; and

Demonstrate competence and responsibility as individual paraprofessionals, in
an in-class group environment, as well as a face-to-face interaction with fellow
students on the campus at large, and as a Peer Counselor.
Course Requirements:
1. Attendance, Participation & Professionalism: Students will come to class
prepared to participate in class activities and will complete and turn in all written
assignments in a timely manner. (CF: 1-8, 11,12,13, 15)
2. Practice and Skill Development: Students will participate in role play activities
and mock peer counseling sessions, demonstrating the skills appropriate to
their current level of development. Feedback will be given immediately following
participation.
3. Throughout the semester students may receive assignments through an online
educational tool. Instructions will be included with each assignment, as well as
deadlines for submission. It is the student’s responsibility to check email for
assignment and class announcements.
Course Assignments:
Leadership Philosophy I and II During the first two weeks of the semester, students
will be asked to write a short leadership philosophy statement, as it relates to peer
counseling concepts. The Leadership Philosophy will require students to incorporate
their own previous experiences that have elements of leadership, from establishment to
implementation. As the semester progresses, and through assigned readings and guest
lectures, students will revise their Leadership Philosophy to demonstrate their personal
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and professional growth throughout the semester. Student revisions at the close of the
semester will include a reflection on their development and will address their
experiences within the class setting.
Evaluation:
REQUIREMENT/ASSIGNMENT
Leadership Philosophy Statement I
In-Class Activities Participation,
Attendance and professionalism
POINTS POSSIBLE
5
Midterm Exam
20
5
50
Leadership Philosophy Statement II
Final Exam
Total Points
20
100
Final course grades will be determined based on the following scale:
A = 90 - 100%
B = 80 - 89%
C = 75 - 79%
D = 70 - 75%
F = < 70%
TENTATIVE CLASS SCHEDULE
(Subject to change at instructor’s discretion)
Week 1: Peer Counselors on the college campus;
Impact of peers;
Thurs Jan 14
Week 2: Intercultural Competence
Tues Jan 19,
Course Overview
Assignment: In Class: Written Leadership
Philosophy
Thurs Jan 21
Assignment Read: Newton/Ender: Chapters 1 (Peer
educators on the college campus, pp 1-27))
Week 3: Communication Skills
Tues Jan 26,
Assignment Read (Student maturation and impact
on peers, pp 28-56
Thurs Jan 28
Assignment Read: Newton/Ender: Chapter 3
(Enhancing cultural proficiency, pp 57-93)
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Week 4: Developing Problem Solving Skills
Tues Feb 2
Assignment Read: Newton/Ender: Chapter 4
(Interpersonal communication skills: Creating the
helping interaction, pp 94-122)
Thurs Feb 4
Assignment Read: Newton/Ender: Chapter 5
Problem solving with individuals, pp 123-150)
Week 5: The Group Process: Effectively Working
Within a Group
Tues Feb 9,
Read: Newton/Ender: Chapter 6 (Understanding
group process, pp 151-178)
Experiential Group Activity: The Fishbowl Tech.
Thurs Feb 11
Week 6: Leading Groups Effectively
Tues Feb 16 (No Class)
Special Project and Assignment Read:
Newton/Ender: Chapter 7 (Leading groups
effectively, pp 179-212)
Thurs Feb 18
In-Class Group Activities
Week 7: Strategies for Academic Success
Tues Feb 23
Assignment Read: Newton/Ender: Chapter 8
(Strategies for academic success, pp 213-243)
Thurs Feb 25
Discuss Study Skills Strategies
Week 8: Ensuring Academic Success: Using
Campus Resources for Support; Guest Speaker
Tues Mar 1,
Review for midterm exam
Thurs Mar 3
Midterm Exam
Week 9: Counseling Ethics
Tues Mar 8,
Thurs Mar 10
Assignment Read: Newton/Ender: Chapter 9
(Using campus resources and referral techniques,
pp 244-263)
Assignment Read: Newton/Ender: Chapter 10
(Ethics and strategies for good practice, pp 264281)
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Week 10 Counseling Ethics (continued)
Tues Mar 15,
Ethical Dilemmas
Thurs Mar 17
Decision Making 101
Week 11: Peer education programs in higher
education
Tues Mar 22,
Assignment Read: Newton/Ender: Chapter 11
Thurs Mar 24
Review
Week 12
Tues March 29,
SPRING BREAK
Thurs March 31
Week 13: Terminating the Peer Counseling
Process
Tues April 5,
Examples of peer education programs in higher
education, pp 282-308
Thurs April 7
In-Class Sharing of Peer Counseling Out-of-Class
Experiences (Maintaining Student Participant
Confidentiality)
Week 14:
Tues April 12,
The Art of Leadership
Thurs April 14
Course Evaluations
Week 15:
Tues April 19
Review of Reading Assignments
Thurs April 21
Course Wrap-Up & Final Exam Prep
Week 16:
Final Exam date and time subject to change
Tues April 26
Course Wrap up
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Final Exam – April 28 0800
Note: Some class plans may extend to 2 weeks, at Instructor’s discretion.
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